BASKETBALL ENGLAND talent PLan contents
OUR INFRASTRUCTURE - 01 INTRODUCTION 06 THE TALENT SYSTEM
OUR STRATEGIC OUR PROGRAMMES - 02 AMBITION 07THE PATHWAY
OUR FOCUS - A PLAYER DEVELOPMENT EFFECTIVE PRACTICE 03 FRAMEWORK 08 ENVIRONMENT
PILLARS OF 04 DEVELOPMENT 09 OUR COMMITMENT
PILLARS OF DEVELOPMENT OUR APPROACH TO 05 OVERVIEW 10 THE FIVE ‘Cs’ MODEL 11 COACHING WHO WE ARE
We are Basketball England, the National Governing Body (NGB) for basketball in England and responsible for all aspects of the sport. Our number one intention is to provide the very best, most valid service possible 01. to all of our members. In short, we are the guardian of basketball in England and we want to develop talented players, officials and coaches. Not only that, we want to fulfil the sport’s potential to meet the needs of anyone involved, whatever their level. We aim to meet these expectations through introduction. innovative thinking and a solutions-based approach. The following Talent Plan and Player Development Framework (PDF) takes a descriptive stance; highlighted through the use of the term ‘our’. This positions the basketball community as a partner in trying to provide a solution for player development. The PDF highlights ‘who we are’ – Basketball England as the lead, ‘our ambitions’ with regards to the development of basketball talent, which includes ‘the focus’, ‘the infrastructure’ and ‘the programmes’, and sets out details of the Talent System and Pathway, plus information on how these are all connected.
As you read through the PDF you will see the central theme is the player, and that the Talent System and Pathway relies on interaction throughout various groups of people (coaches, clubs, volunteers, officials & Basketball England staff) connecting, collaborating and communicating in a transparent way
Part of the PDF delivery introduces sport specific and scientific terms, which we feel are important to our message and ambitions. We are aware that some of these terms / concepts may be new to you, however, we have tried to explain in detail what these terms mean and their role within the PDF. We will also continue to explain our thinking through various workshops and PDF road shows in the coming months.
In closing, regardless of your role within basketball, your passion and enthusiasm will help us to realise our ambitions and achieve many more milestones for our sport.
3 02. our strategic ambition.
4 2018-2024 OUR STRATEGIC AMBITION Our strategic ambition is built on four key objectives:
Following a great deal of hard work and effort from across our extensive 1. A NEW & IMPROVED TALENT SYSTEM AND PATHWAY: network of contributors, we are now in a position to launch our participant Successfully develop and implement a new Talent System and Pathway, development programmes as part of the overarching Basketball supported by well-resourced sites of development that are both inclusive Development Model. It is important to acknowledge the assistance of the and progressive, and seek to fulfill the sports potential. many people who sought to help us shape the future of basketball in the UK and in particular this exciting and innovative Talent System and Pathway. 2. MORE PLAYERS, BETTER EXPERIENCE: Significantly increase Indeed, it is no secret that we have achieved remarkable successes in the the number of players accessing opportunities to participate and progress past, thanks in large to our extensive basketball community, the hard work through the Talent System and Pathway, supported by effective, player- and substantial efforts of a great many volunteers and experts, and to centred coaching and resulting in a high-quality experience every time. our professional staff. For example, our work to-date includes supporting intermittent yet notable performances, evident in a number of National 3. CONTINUALLY INNOVATE OUR TALENT SUPPORT Team activities (European Championship Division ‘A’ status at U18 and U20). SERVICES: Ensure the Talent System and Pathway remain at However, we have a great deal more to accomplish in terms of developing the forefront of our performance sport thinking through continual players who can consistently maintain the level of performance required innovation, efficient and effective measurement, and the provision of a on the international stage, the support we provide to our players, and the first class service to our basketball workforce. strength of our infrastructure to enable us to realise our potential. Initiate To this end, our ambition is to: 4. LEVERAGE EFFECTIVE STRATEGIC PARTNERSHIPS: and advance effective partnerships to create and support a world-class Talent System and Pathway. ‘DEVELOP A WORLD CLASS TALENT SYSTEM AND PATHWAY FOR PLAYERS, VOLUNTEERS AND PROFESSIONALS TO ADVANCE IN AN INCLUSIVE AND PROGRESSIVE MANNER AND FULFILL THE SPORT’S POTENTIAL’.
2018-20245 OUR FOCUS - A PLAYER DEVELOPMENT FRAMEWORK
To underpin, reinforce and maximise the success of our Talent System and Pathway we have introduced a new ‘Player Development Framework’ which details, at each age & stage, the fundamental principles of the game and provides a detailed rationale for approaching coaching from 03. a developing game awareness perspective. The Player Development Framework (PDF) will be delivered against four core principles: our focus. ENJOYMENT: Playing basketball is fun and can hook players for life. The PDF will promote the provision of safe playing environments where our players can achieve their personal aspirations – from participation to talent.
LEARNING: Identifying and understanding the ‘why’ before the ‘what’ and ‘how’ will lead our players to a motivated and sustained sense of knowing basketball, their role and their personal vision for the sport and beyond.
TALENT: Adaptable and repeatable performance at each age and stage of our Talent System and Pathway.
KNOWLEDGE: Introducing the concept of ‘learning to coach whilst playing’ as an early apprenticeship to coaching, bridging the move from player to coach and sustaining engagement in our sport for those who want to explore this route.
6 Having established an appropriate participation climate, we will then look to develop:
• A ‘GAME MODEL’ THAT IS FLUID AND ‘FIT’ FOR TODAY AND TOMORROW’S GAME
• A FOCUS ON PLAYING AS OPPOSE TO EARLY SPECIALISATION INTO PLAYING POSITIONS
• THINKING THAT IS BASED ON LONG-TERM SUCCESS AND MOVES BEYOND A ‘PEAKING BY SATURDAY’ MENTALITY – THE GOAL IS FUTURE WORLD CLASS PERFORMANCE
• EFFECTIVE COACHING TO PROMOTE THRIVING WITHIN GAME MODELS AND TECHNICAL COMPETENCIES
7 04. pillars of development.
8 2018-2024 The Talent System and Pathway are built on recognised ‘Pillars of Development’, which reflect the multidimensional nature of Talent Identification and Development (TiD), and the environments in which the process unfolds. These aspects of talent development are best summarised academically within the Biopsychosocial Model of Development, which simply put, considers biological (physical growth), psychological (behaviour), and sociological (identity and family) factors in player improvement. Our ‘Pillars of Development’ have been designed to reflect the complicated nature of athletic advancement. The five Pillars of Development that underpin our PDF reflect what we (including all of our networks, the Basketball Development Model consultant groups and the expert editorial group) consider to be most important to the advancement of performance. As such, a basketball player should be focused and determined to achieve basketball goals (P1 – Basketball Committed), tactically proficient and able to respond to actions presented throughout the ‘Moments of the Game’ (P2 – Game Aware) and capable of performing an action or motor skill (P3 – Skilled Technician). The actions of the game require efficient and athletic movement (P4 – Physically Robust), and are directed by emotional behaviours (P5 – Persistent Performer). All these focuses add up to the following model for our players:
A COMMITTED AND GAME AWARE TECHNICIAN WHO IS PHYSICALLY ROBUST AND A PERSISTENT PERFORMER DURING ALL ‘MOMENTS OF THE GAME’.
9 1 BASKETBALL COMMITTED
Recognising a players’ motivation and engagement in our sport reflects our commitment to a player-centred approach, one that reinforces independent goals and the work we wish to do to support our basketball players. In particular, this ‘Pillar of Development’ will encourage the individual performer to make decisions based on being the very best athlete and basketball player they can be. This includes a focus on work ethic, a willingness and commitment to learn and improve, and consideration of the lifestyle that underpins those goals. The “soft skills” associated with Pillar 1 include being organised, punctual, and having an ability to express emotional intelligence. Cognitive processes such as problem solving are also an important element of elite performance, particularly so within invasion games like basketball.
2 GAME AWARE
Basketball is a sport that requires quick, strategic decision-making from both players’ and coaches. In fact, many team sports are promoting problem solving, decision-making, dialogue and reflection as important parts of skill development. A basketball player who is Game Aware understands game play, everyone’s role on the team, and can ‘read’ in-game situations and adapt accordingly. These attributes are central to the idea of an ‘Independent Thinking Athlete’, a player that can contribute to the ‘Game Model’ employed at a particular level of play. The secondary focus of this Pillar is the speed and accuracy with which our basketball players are able to make basketball decisions, and the development of autonomy and confidence as a means of promoting tactical awareness and execution.
10 3 SKILLED TECHNICIAN
Basketball is a highly dynamic, complex activity and as such, technical development is an important part of player advancement. The previous British Basketball Areas of Emphasis (and later, the Club Skills Guide) went some way to introducing a curriculum that clearly displayed the technical requirements of the sport as athletes moved through various level of competition. This Pillar will continue that work and promote the development of a basketball player that is able to demonstrate competence in the full range of basketball skills and is also able to perform those skills under in-game pressure.
4 PHYSICALLY ROBUST
We wish to support all of our plans with a focus on sound, research informed methods of physical development across our Talent System and Pathway. In doing so, the different areas of fitness that are required for success within basketball (highlighted in the Areas of Emphasis – Athletic Development and a consideration within the Club Skills Guide) become central to player development. This Pillar considers the physical and physiological characteristics of the developing basketball player, including height, weight, body type, relative size, as well as fitness, strength, power and agility. This aspiration will be supported by the provision of sport science, both at regional and national team level of competition, and as an integrated part of our Talent System and Pathway programmes.
11 5 PERSISTENT PERFORMER
Central to basketball success are the non-physical features of our players, which are underpinned by the Psychological Characteristics of Developing Sport (PCDE’s). These areas reflect a basketball player’s ability to recognise and manage training and competition. For example, focus and distraction control, goal setting, imagery, planning and organisational skills, and self-awareness are just some of the PCDE’s that are important for developing a basketball player’s resilience and mental toughness. We believe that in order for our basketball players to reach their very best, the development of these PCDE’s is vital to the process of enabling elite level performance.
12 2018-2024 05. pillars of development overview. An Age & Stage Approach
2018-202413 Player Development Framework: Pillars of Delivery Game Basketball Persistent Physically Skilled Aware Committed Performer Robust Technician
Understands the principles Makes decisions based Is mentally resilient, able to bounce Has the physical attributes, Has a broad range of high of game play, everyone’s role on being the best athlete back from setbacks, displays the ability and conditioning to quality skills and can use them Age & on the team, and can read possible. Has a performance right attitude at all times, has a safely and effeciently carry in an appropriate and timely in-game situations, and adapt focused work ethic and relentlessly competitive approach, out their role consistently manner to meet the demands Stage accordingly using creativity lifestyle combined with a bravely rises to the big occasion and repeatedly within of basketball, and under high within a game model. willingness to learn. and is prepared to take risks under training and competition. pressure practice and game pressure. conditions.
Basic Understanding of time Enjoys being active Enjoys the challenges Development of all round Introduction to the ball and UNDER 10 and space presented by Basketball quality of movement literacy basic finishing techniques
Starting to understand own Selects and enjoys playing Identifying goals and Focusing on basketball Learning to control the ball, UNDER 12 role on the team during all basketball enjoying the journey specific movement literacy space and movement skills ‘Moments of the Game’
Understanding of complex Identifies basketball as their Is highly motivated and Basketball generic Learning to move self and the principles and game tactics favourite sport determined to achieve goals conditioning programme ball, with increasing accuracy, UNDER 14 during all ‘Moments of the within their journey during all ‘Moments of the Game’ Game’
Demonstrates tactical Commits to developing a Demonstrates persistence Basketball training Demonstrates movement of UNDER 16 awareness for all basketball identity and a motivation to stick with programme self and the ball, accurately and ‘Moments of the Game’ it when things get tough consistently, and at speed, during all ‘Moments of the Game’
Demonstrates leadership during Basketball is extremely Highly motivated, self aware Individualised physical Advancement of technical skills UNDER 18 all ‘Moments of the Game’ important and focused on success training programme with position and game focus
Takes ownership of the role Basketball 1st within a Evaluates and modifies goals Focused and relentless Consistent employment of UNDER 25 required for all ‘Moments of balanced lifestyle accordingly to continue to physical training, technical skills associated with the Game’ succeed prehabilitation and recovery all ‘Moments of the Game’
Fully able to read the game Basketball 1st within a Evaluates and modifies goals Focused and relentless Constant refinement 25+ and adapt according to balanced lifestyle accordingly to continue to physical training, of technical skills for all what is required succeed prehabilitation and recovery ‘Moments of the Game’ Pillars of delivery Game Aware game Aware Understands the principles of game play, everyone’s role on the team, and can read in-game situations, and adapt accordingly using creativity within a game model. Age/Stage General Stage Talent System/ Pillar stage What this looks like for Examples of delivery and Objectives Enviroment descriptor the athlete observed behaviours
UNDER 10 Moving through Club/School Understanding of Starting to participate in team- Athlete centred fun learning Basketball team play based activities, including with a experiences (2v2/3v3), linked to ball, and able to cooperate with the individual and team tactical others development checklist
UNDER 12 Basketball is fun Club/School Understanding of own Developing understanding and Game-based activities that require role on the team during rationale of team roles via small- team mates to work together, all ‘Moments of the Game’ sided games and activities, and is linked to the individual and team happy to pass the ball tactical development checklist
UNDER 14 Supporting and Club/School & Aspire Understanding of tactics Works to team framework, doing Linked to the individual and team enabling participation and own role during all things which help the team. tactical development checklist, ‘Moments of the Game’ Happy to share the ball. Utilises self use of game-based drills and reflection and feedback combination plays
UNDER 16 Self-directed training Club & Aspire/ETP Demonstrates tactical Developing awareness of the Linked to the individual and team with targets awareness for all role played within a team, and tactical development checklist, ‘Moments of the Game’ understands the impact of their is able to adapt tactics and actions on others seek to problem solve on court. Introduction of technology to enhance learning UNDER 18 Developing creativity Club & EDP/ETP Contributes to team Awareness of the role played within Linked to the individual and team leadership during all a team, showing adaptability and tactical development checklist, is ‘Moments of the Game’ creativity. Develops leadership able to adapt tactics and seek to characteristics on and off the court problem solve on court
UNDER 25 Performance focused Club & ETP/GB Takes ownership of Works within the team framework Carries out the role required on development the role required for all but recognises opportunities and court. Demonstrates ability to read ‘Moments of the Game’ can adapt to take advantage of the game and adapt under pressure them when the situation requires it
25+ Maximisation of Club & GB An on court leader is able Knows and excutes the role Carries out the role required on capability to read the game and required of them within the team, court. Acts as a leader whilst adapt according to what is able to adapt and take a leadership continuing to read and adapt to required role on the court all ‘Moments of the Game’
15 Pillars of delivery Basketball Committed Basketball Committed Makes decisions based on being the best athlete possible. Has a performance focused work ethic and lifestyle combined with a willingness to learn. Age/Stage General Stage Talent System/ Pillar stage What this looks like for Examples of delivery and Objectives Enviroment descriptor the athlete observed behaviours
UNDER 10 Enjoying physical Club/School Enjoys being Learning the game through fun Learning through movement skills activity active through activities, enjoys every session and and early game activities where basketball game and wants more the focus is on fun and enjoyment rather than learning basketball
UNDER 12 Basketball is fun Club/School Selects and enjoys playing Starting to understand the Being held to account if late, not basketball regularly importance of on and off-court got the right kit, use of phones. actions and behaviours Listens to the feedback given and makes instant improvements
UNDER 14 Supporting and Club/School & Aspire Starts to become Starts making lifestyle decisions Team development of behaviour enabling participation committed to basketball based on being a better basketball codes, willigness to listen and as priority sport athlete, is open to learning and learn, opportunities to engage in feedback self-reflection and feedback
UNDER 16 Self-directed training Club & Aspire/ETP Develops a basketball Makes lifestyle decisions with Team development of behaviour with targets identity confidence, and based on being codes, willigness to listen and learn, a better basketball athlete, and is opportunities to engage in self- open to learning and feedback and reflection and feedback seeks it regularly
UNDER 18 Developing creativity Club & EDP/ETP Basketball is top priority Keen to learn about the game and Continues to learn about the get personal feedback, balances game. Seeks feedback. Makes education and basketball decisions based on this
UNDER 25 Performance focused Club & ETP/GB Basketball 1st Makes all decisions based on Keeps a good balance between development being the best athlete possible basketball and education/ work, a while maintaining an appropriate self driven trainer and actively seeks balance out feedback
25+ Maximisation of Club & GB Basketball 1st Makes all decisions based on Has an off court lifestlye which capability being the best athlete possible enhances on court play, remains while maintaining an appropriate open to feedback, a self driven balance trainer
16 Pillars of delivery Persistent Performer Persistent Performer Is mentally resilient, able to bounce back from setbacks, displays the right attitude at all times, has a relentlessly competitive approach, bravely rises to the big occasion and is prepared to take risks under pressure. Age/Stage General Stage Talent System/ Pillar stage What this looks like for Examples of delivery and Objectives Enviroment descriptor the athlete observed behaviours
UNDER 10 Enjoying physical Club/School Basketball is a fun Shows a willingness to try new Displayed via how the athlete activity challenge things and to not be put off if they reacts when physical, technical fail. Makes friends and interacts and tactical drills do not go to plan with the others
UNDER 12 Basketball is fun Club/School Enjoying getting better Keeps going when does not Displayed via how the athlete and competing suceed the first time around, does reacts when physical, technical not give up easily, understands and tactical drills do not go to plan success takes time
UNDER 14 Supporting and Club/School & Aspire Resilienty motivated and Has the patience to keep focused Understands development of enabling participation determined to succeed during training and games, displays expertise takes time, does not get determination to suceed but not at a upset when dropped or things go cost to others, and enjoys the journey wrong
UNDER 16 Self-directed training Club & Aspire/ETP Regularly Demonstrates Has the patience to keep focused Understands development of with targets persistence and a during training and games, expertise takes time, does not get motivation to stick with it displays determination to suceed upset when dropped or things go when things get tough but not at a cost to others, and wrong enjoys the journey
UNDER 18 Developing creativity Club & EDP/ETP Highly motivated to Takes ownership of their own Demonstrates an understanding compete and improve, development, has confidence of self combined with resilient, self aware and layered with humility and is driven commitment to succeed focused on success by enjoys competition
UNDER 25 Performance focused Club & ETP/GB Thrives in competitive Fully committed in the face How well the athlete focuses on development and quickly recovers from of setbacks and relishes the overcoming setbacks, both acute setbacks and defeats opportunity to get better and to and chronic compete against top opposition
25+ Maximisation of Club & GB Ruthlessly determined, Fully committed in the face of How well the athlete focuses on capability highly motivated and setbacks and successess, relishes overcoming setbacks, both accute confident to succeed the opportunity to get better and and chronic to compete on the highest stage
16 17 Pillars of delivery Physically Robust Physically Robust Has the physical attributes, ability and conditioning to safely and effeciently carry out their role consistently and repeatedly within training and competition. Age/Stage General Stage Talent System/ Pillar stage What this looks like for Examples of delivery and Objectives Enviroment descriptor the athlete observed behaviours
UNDER 10 Enjoying physical Club/School Development of all Development of balance, agility, Fun, game related exercises activity round quality of basic co-ordination, reaction time, and games, simple movements, movement patterns and changes in direction, jumping and linked to the existing physical skill knowledge landing development checklist
UNDER 12 Basketball is fun Club/School Development of generic Continued development of Game related exercises and and basketball specific complex generic movement skills games, increasingly complex movement patterns and and basic basketball specific movements, linked to the existing knowledge patterns physical skill development checklist
UNDER 14 Supporting and Club/School & Aspire Generic Basketball Basketball specific training Game focused training on and enabling participation conditioning programme programme on and off court, start off court, linked to the existing using body and free weights as physical skill development well as development of all energy checklist systems
UNDER 16 Self-directed training Club & Aspire/ETP Generic Basketball Personalised physical training Personalised training programme with targets conditioning programme programme combined with generic linked to the existing physical skill prehab and recovery making use development checklist of body/free and machine weights, continued development of aerobic capacity
UNDER 18 Developing creativity Club & EDP/ETP Individualised basketball Personalised prehab, training Personalised training and prehab conditioning programme and recovery programme being programme linked to the existing followed by the athlete based on physical skill development position specific requirements checklist
UNDER 25 Performance focused Club & ETP/GB Focused, individualised Personalised prehab, training and Training and recovery programme development and relentless physical recovery programme being followed based on indiviudal strengths and conditioning and recovery by the athlete based on position development needs specific requirements
25+ Maximisation of Club & GB Focused, individualised Personalised prehab, training and Training and recovery programme capability and relentless physical recovery programme lead by the based on indiviudal strengths and conditioning and recovery athlete based on position specific development needs requirements
18 Pillars of delivery Skilled Technician Skilled Technician Has a broad range of high quality skills and can use them in an appropriate and timely manner to meet the demands of basketball, and under high pressure practice and game conditions. Age/Stage General Stage Talent System/ Pillar stage What this looks like for Examples of delivery and Objectives Enviroment descriptor the athlete observed behaviours
UNDER 10 Enjoying physical Club/School Introduction to the Learning to catch, shoot, control Use of a small ball and low ring, linked to the activity ball and general the ball, starting to run with the technical skill development checklist. Use of movement skills ball and gain body control in start/ adapted rules to simplify the game. Appropriate mix stop situations of pedagogical methods to develop skill in context
UNDER 12 Basketball is fun Club/School Learning to control the Introduction of more complex Use of a small ball and low ring, linked to the ball, space and movement footwork, shooting from technical skill development checklist. Use of skills movement, defence and adapted rules to simplify the game. Appropriate mix rebounding. Pivoting and passing of pedagogical methods to develop skill in context under pressure
UNDER 14 Supporting Club/School & Learning to move self and Shooting, defence on ball, passing on Use of a small ball, linked to the technical skill and enabling Aspire the ball, with increasing the move and movement off the ball development checklist. Use of adapted rules to simplify participation accuracy, during all the game and promote desired behaviours. Appropriate ‘Moments of the Game’ mix of pedagogical methods to develop skill in context
UNDER 16 Self-directed Club & Aspire Demonstrates Movement with increased speed, Raising the standard of basic drills with increased training with movement of self and consistency and accuracy - passing, intensity and consistency, linked to the technical targets the ball, accurately and shooting, dribbling, early position skill development checklist consistently, and at speed, specific work. Develop broad range during all ‘Moments of the of finishing options Game’
UNDER 18 Developing Club & EDP/ETP Advancement of technical Focus on position specific skills Development of skill complexity and with intensity, creativity skills with position and on and off the ball. Increase in linked to the technical skill development checklist. game focus shooting range and variability of Appropriate mix of pedagogical methods to finishes develop skill in context
UNDER 25 Performance Club & ETP/GB Consistent employment Individualised skill development, Adapting basic skills into patterns and doing so focused of technical skills including bilateral use of the under increasing pressure, on and off the ball development associated with all ball and shooting volume and with. Appropriate mix of pedagogical methods to ‘Moments of the Game’ variability. Technique holds under develop skill in context pressure
25+ Maximisation of Club & GB Constant refinement Individualised skill development Awareness of trying new skills and taking risks capability of technical skills for all programme focusing on excellence ‘Moments of the Game’
19 06. OUR INFRASTRUCTURE - THE TALENT SYSTEM A large part of the work we do is to provide resources, knowledge, and the appropriate learning environments for players and coaches. This work will now include our new Pillars of Development, which will our support clubs and coaches, as well as shape our efforts across a range of new programmes. This will form part of our Talent System and Pathway, which is underpinned by a large amount of insight as we move the game forward. As a starting point we have discussed what is needed by our players at all ages and stages of participation. We have identified four infrastructure. factors, each of which is covered within our five ‘Pillars of Development’ and will be key to the delivery of our programmes.
These factors are:
1. Anthropometric / Physiological (height, weight, body type etc.)
2. Personal / Sociological (background, support network etc.)
3. Psychological characteristics of developing excellence (decision making, motivation, metal endurance)
4. Environment (the provision of training opportunities, effective coaching, family support etc.)
20 Having established the focus of our talent work and its influence on the growth of the individual player, we are excited to introduce a new infrastructure. This area of work will further the player-centred ethos we wish to embrace and promote (reflected within our ‘Pillars of Development’), and will provide access to the very best resources we have to offer. Moving forward, and to ensure that we consider all of the above factors, we will make certain that all of our talent delivery is based on the following five principles:
• Player-centred approach to learning and development
• Clear standards, targets and objectives
• Centralised distribution to create consistency & efficiency
• A professionalised infrastructure
• Less about the selection and deselecting of players
These principles will be key to the provision of effective learning and underpin our Talent System and Pathway, which includes three key sites of delivery, Clubs and Schools, our National Scouting, Talent Identification & Tracking Programme, and the Regional Talent Hubs.
21 NATIONAL SCOUTING, TALENT IDENTIFICATION & TRACKING PROGRAMME (11+)
This programme has been developed as a means of identifying and supporting players from across the community level of our game. It is designed to further empower clubs and educational institutions to continue their important work and to play a vital role in the identification and development of potential talent. This will allow each participant to reach his or her individual level of participation, talented or otherwise, within a supported and resourced environment. This is a critical stage for Basketball England and for our players as this approach will provide coaches and all those working within the Talent System and Pathway with:
• Knowledge and understanding of our player environment.
• Insight in to how the new Talent System and Pathway works.
• Guidance on how we define talent and how to refer players to the appropriate level.
We will provide quality assurances to the Talent System and Pathway which will feature clear technical standards, a universally accepted system that has accredited practitioners in it, and ongoing training and development to continually raise standards and the impact of all of our work.
22 REGIONAL TALENT HUBS
In partnership with the Talented Athlete Scholarship Scheme (TASS) and the British Universities & Colleges Sport (BUCS) organisations, we have been piloting a ‘Regional Talent Hub’ concept. In its basic form, the Hub provides a home for the Talent System and Pathway at a local level. It will offer access to facilities for a number of our regional based programmes as well as providing support services for all of the identified players within the Region.
The Hubs will be tasked in reforming and enhancing the talent basketball workforce through Continuing Professional Development (CPD) and facilitated deployment opportunities, as well as assisting the local club and school networks in identifying and supporting talented athletes.
The consultation undertaken by various expert groups towards the implementation of the Basketball Development Model clearly indicated that this structure would have multiple benefits for all concerned. For example, it was decided that the Regional Talent Hubs would play a key role towards the improvement of the game, basketball players within the Talent System and Pathway, and to our ability to leverage support and resources at a regional level.
In summary, we are confident that we have developed a Talent System and Pathway that is player-centred (considers the players voice, listens, responds and promotes athlete values), stimulates confidence and self-management (all of which lead to qualities such as ‘grit’, mental strength and coping), and ultimately will translate in to the increased ability of our basketball players to perform under pressure.
23 07.
OUR PROGRAMMES - THE PATHWAY
ASPIRE PROGRAMME (11-15 YEARS) our The Aspire Programme will provide an enhanced level of coaching in pursuit of individual player development in one of the ten Regional Talent Hubs. This is thought to be a significant advancement within our provision of talent identification and development, and where new methods of gathering support and resources will be brought to the fore.
Attendance on the Aspire Programme will be based on meeting certain programmes. criteria, where practical and affordable, and will transform the current programme for this age group, which comprises delivery of a new development and talent programme (see below). With better services to support the player at this stage of their development, including training, education, competition, staff and parental resources, the Aspire Programme will be a key transition stage within the Talent System and Pathway. The club coach role is of vital importance to the Aspire Programme, and as such we will look to support this input through the provision of enhanced feedback and support on coaching practice, training environments and all other elements of the coaching process.
24 ENGLAND DEVELOPMENT PROGRAMME (16-19 YEARS)
The England Development Programme (EDP), formerly known as the Advanced Apprenticeship in Sporting Excellence (AASE) programme, will provide talented players the opportunity to undertake the Diploma in Sporting Excellence (DiSE) qualification. This is designed to meet the needs of players aged 16-19 who wish to continue their sporting career and gain appropriately levelled educational qualifications alongside their commitment to playing basketball. The EDP is not a qualification for simply playing the game, rather a two-year educational programme where players receive additional support and guidance for their basketball development and academic aspirations. The EDP is aimed at basketball players who have the realistic potential to achieve excellence, and are seeking to perform at the highest level of the sport as their main career goal.
ENGLAND TALENT PROGRAMME (15-18 YEARS) & TEAM ENGLAND
Through the National Scouting, Talent Identification & Tracking programme, the top band of players within each corresponding age group (age and stage) will be invited to be part of the England Talent Programme (ETP), which aims to prepare the players for potential England selection. To ensure consistency of technique, standards and culture, selected players will train and informally compete across age bands. As part of the ETP, representative teams may be formed and will be provided with training, education and competition.
25 15 08. Effective EFFECTIVE PRACTICE ENVIRONMENTS
Bringing all of the elements of the Talent System and Pathway together will require a joined up approach within our clubs, schools, colleges and central learning environments, and at all levels of the Framework. Practice Concepts such as Non-Linear Practice (NLP), Game-Based Approaches (GBA) and player-centred Game Models, all of which embrace a systemic mode of delivery, will be developed and shared. All Game Models should be underpinned by a coach-athlete relationship that encourages the player voice and the sharing of ideas towards a constructive skill development climate. To this end, and in order to achieve this way Environments. of working, we will be promoting the implementation of Tactical Periodisation as a set of guiding principles towards the development of a Game Model.
27 09. Our OUR COMMITMENT TO A PLAYER-CENTRED APPROACH TO DEVELOPMENT
Across all of our programmes of delivery we will strive to promote a ‘Player-Centred’ approach to engagement, coaching and player Commitment. development. Player-centred is a principle that we stand by and which places the welfare of the player first. As a means of promoting this stance we will continue to advocate the 5 C’s model (adapted from Lerner’s 5Cs model), and we will ask all of our staff, volunteers, coaches and players to champion and promote positive relationships within our practice environments that focus on COMPETENCE, CONFIDENCE, CONNECTION, CHARACTER and COMPASSION across all levels of our Talent System.
28 THE FIVE ‘CS’ MODEL
COMPETENCE Promoting a positive view of one’s actions, including social competence, cognitive com- petence, physical competence and vocational competence. Abilities to cope successfully with 10. the challenges of competitive basketball.
CONFIDENCE An internal sense of overall positive self-worth, the five ‘cs ’ reflected in one’s actions and behaviours; one’s global self-regard, as opposed to merely bas- ketball-specific beliefs, and confidence within their role on the programme, squad or basket- MODEL. ball court. CONNECTION A commitment to creating a positive bond with other players, coaches, team managers and support professionals, led by the player and underpinned by our ‘respect goals’.
CHARACTER Respect for the programme, team rules and a sense of what is right and wrong (morality), and a strong sense of integrity.
COMPASSION A sense of sympathy and empathy for others on the team, squad or programme.
29 11.
OUR APPROACH TO COACHING Our Approach Coaches are an extremely important part of any talent identification and development process. The support and guidance that we offer to all of our coaches will help ensure that our programmes and key sites of delivery are motivational climates of learning and progression for both coaches and athletes. Our coaching settings, methods of practice, and the theory that surrounds coaching will be advanced through dedicated to Coaching. programmes of development, knowledge share and qualifications. Following a period of intelligence gathering from across our networks and through various consultation groups, we have determined that coaching and coaches’ development within the sport of basketball in the UK hinges on five ‘Success Factors’ (Coaching Infrastructure, Coaching Qualifications, Continuous Coach Development, Positive Coaching Culture and Research & Innovation). Each places an emphasis on advancing the skills, attributes and competencies of the coach, underpinned by knowledge, and directed at delivering a player- centred approach to coaching practice at all levels of participation. The subsequent descriptors provide some ideas and thinking around how we can begin to provide effective coaching.
30 COACHING INFRASTRUCTURE POSITIVE COACHING CULTURE
We wish to provide the very best support for our coaches and part of We recognise the relationship between coaching and the importance doing so includes having an infrastructure that is supportive, well- of positive connections across all basketball coaching settings. Our resourced and responsive to the needs of coaches at all levels of support to coaches will include improved guidance and support, clear delivery. We understand that coaching and coach development is built guidelines on agreed ethical conduct within the practice of basketball on principles related to education and training, and as such we will coaching and a strong stance on positive communication at all levels of continue to tease out the means to develop professional competency delivery. We will continue to place the basketball player at the centre of within our coaching workforce. all that we do, and in doing so we will recognise, promote and reward good practice as well as share the values and principles that reinforce COACHING QUALIFICATIONS player well-being as set out in our interpretation of the “Five C’s” model (see page 29). We will be reviewing the entire suite of qualifications offered to coaches with a view to ensuring that each qualification is fit for purpose and RESEARCH AND INNOVATION meets the needs of the coach at every level of practice. This review will encompass the development of a new programme of delivery, To ensure that we are at the very forefront of coaching we will place innovative and creative approaches for the delivery of qualifications research and innovation at the centre of all that we do. As an NGB, and the implementation of a new tutor and assessor process to support we recognise the value of learning and will adopt a research-led and our new awards. research-informed approach to developing our coach workforce. By being research-led, we will be in a well-versed position to learn from CONTINUOUS COACH DEVELOPMENT our Regional and National Teams experiences and task our coaches to reflect and report on their practice as a means of knowledge The emphasis here will be on the ongoing and continuous provision sharing. Research-informed will shape our understanding of effective of teaching and specialised knowledge, skills-based practice and the coaching and what good practice entails. This will then form part of our development of awareness and understanding of basketball coaching. qualifications review and be integrated in to our provision of education This area of support will be developed from various codes of education and training. and training and will embrace the very best methods, tailored to individual needs and within a player-centred approach to development. Full details of our commitment to the development of coaching and coaches can be found in our Coaching Game Plan 2018 – 2021.
31 Glossary of Terms. ASPIRE PROGRAMME: Basketball England’s new talent development programme
BASKETBALL COMMITTED: reflects the level of commitment demonstrated by the basketball player
BASKETBALL DEVELOPMENT MODEL: the overarching model of development for the sport of basketball
BIOPSYCHOSOCIAL MODEL OF DEVELOPMENT: highlights the dynamic interaction between biological, psychological and social factors of talent development
COACHING STRATEGIC PLAN 2018 – 2021: a strategic plan for the development of basketball coaching and coaches
DIPLOMA IN SPORTING EXCELLENCE (DISE): a sporting qualification designed to meet the needs of young athletes
ENGLAND DEVELOPMENT PROGRAMME (EDP): previously the Advanced Apprenticeship in Sporting Excellence programme
ENGLAND TALENT PROGRAMME (ETP): Team England development programme
GAME AWARE: reflects the knowledge and understanding demonstrated by the basketball player
GAMECRAFT: the capacity for players to consistently make good decisions and execute the required skill under game conditions
GAME-BASED APPROACH: a means of developing skill through the delivery of game-based drills and activities
INDEPENDENT THINKING ATHLETE: a concept that depicts a basketball player as a decision-maker capable of responding to actions and reactions within a game and under pressure
MOMENTS OF THE GAME: the four elements of the game that form the focus for playing and coaching NATIONAL SCOUTING, TALENT IDENTIFICATION, & TRACKING PROGRAMME: Basketball England’s new identification and monitoring programme for all basketball players in England
NON-LINEAR PRACTICE: an approach to the design of teaching, coaching and training programmes that understand human movement
PERSISTENT PERFORMER: the basketball player is mentally strong and continues to work under pressure
PHYSICALLY ROBUST: the basketball player is competent in the full range of the components of fitness
PILLARS OF DEVELOPMENT: these five pillars are what we will base all of our programmes on and will support the development of basketball players
REGIONAL DEVELOPMENT TOURNAMENT (RDT): Basketball England’s previous talent identification programme
REGIONAL PERFORMANCE CENTRES (RPC): Basketball England’s previous talent development programme
REGIONAL TALENT HUB: a university based provision that offers support to the regionally based talent identification and development programmes
SKILLED TECHNICIAN: a basketball player can demonstrate competence in a range of basketball skills appropriate to the level of participation
TACTICAL PERIODISATION: a training methodology based on systemic thinking, which highlights the interaction and connectivity of all facets of the game towards the successful
ADVANCEMENT OF BASKETBALL PERFORMANCE TALENT SYSTEM AND PATHWAY: the collective term for the organisations and sites in which our programmes will be delivered
THE GAME’S PLAYBOOK (THE GP) DOCUMENT: a progressive basketball coaching framework Acknowledgements.
East Midlands Regional Talent Manager MARTIN FORD & Fiba Commisioner
ROB SAIPE Yorkshire Regional Talent Manager Basketball England would like to thank the following people for their contribution to creating the Talent Plan: NICK IBBERSON North West Regional Talent Manager TECHNICAL GROUP:
Reading Rockets & GB U18 Men Head PAUL DOUGLAS Aston Manor Academy Head coach ALAN KEANE Coach
MATTHEW JOHNSON South Regional Talent Manager MICHAEL BALL East Regional Talent Manager
Great Britain Wheelchair Basketball SIMON FISHER LEE DAVIE Durham University Head coach Performance Manger
Basketball England Board member & Zaragoza Assistant coach & England U15 STEVE BUCKNALL MANUEL PENA-GARCES London Regional Talent Manager Boys Head coach
Barking Abbey & GB U16 Boys Head Basketball England Head of Sports JAMES VEAR PAUL FISHER Coach Science
Canterbury High School & England U15 Womens Commonwealth Games Silver CRISTINA STANICUCA SIOBHAN PRIOR Girls Head Coach medalist & Nottingham Academy Coach
Ex professional player and athlete Mysercough College & England U15 DRU SPINKS TROY CULLEY mentor Assistant coach
Leicester Warriors Head coach, former KARL BROWN DAVID BUTLER Basketball England England head coach
Barking Abbey & GB Senior Men LLOYD GARDNER STEWART KELLETT Basketball England Chief Executive Assistant Coach SUB COMMITTEE:
Lincoln University Lecturer in SAM MESSAM Sports Coaching
Leeds Beckett University Lecturer SERGIO LARA BERCIAL & Manchester Magic coach
Zaragoza Assistant coach & MANUEL PENA-GARCES England U15 Boys Head coach
UK Sport/Sport England Talent SARAH ROWELL Advisor
BRIAN ALDRED Basketball England
CHARLIE FORD Basketball England
Sport England - Head of Talent NEASA RUSSELL Development WWW.BASKETBALLENGLAND.CO.UK